Seventh+Grade+Monthly

M**onthly** **P**oint **o**f **V**iew. . ..

Teachers in attendance: Fox, Niemann, Schuldes, Cunningham

Where are you on your long-range plans, pacing, and content standards? We are near the end of the chemistry unit (7-5). With two more indicators to cover before the final unit test. In planning for the benchmark we are not going to include these two indicators due to some teachers being slightly behind (Schuldes).

After the analysis of your most recent assessment, how will you address student strengths and weaknesses? After analysing our recent test students showed strengths in using the periodic table and comparing metals and non metals. Our students showed weaknesses in differentiating in types of properties. How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? We are reteaching properties as we teach changes to highlight the differences. Mrs Schuldes is reteaching (or teaching for the 1st time) the whole unit.

Where did this week’s learning goals fall within Bloom’s Taxonomy? This week students evaluated an equation to decide if it was balanced or not. Create a t-shirt design based on the law of conservation of matter. Recall common formulas. Compare 2 formulas and explain.

In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment. Label, recall, Apply. Comments ~ Concerns ~ Needs (resources)

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